VIIII) Title: Glacial and Wind Erosion Summary: This lesson will cover information about glaciers, glacial erosion and wind erosion. Students will have some background knowledge about erosion, mechanical and chemical weathering, and deposition that will make connections to these topics. During this lesson the student will fill in a guided class notes sheet in which they write in key words. I will have the student read each question and ask them what the word or words in the blank should be. Objectives:
Students will understand how glaciers move
Students will understand how a glacier is formed
Students will understand the different types of glaciers
Students will be able to explain the difference between abrasion and plucking, which are forms of glacial erosion
Students will be able to identify and explain the features which are formed by glaciers
Materials: Instruction:
Opening:
Explain to students that this is a picture of the Athbasca glacier taken in 1919 and 2005, in Jasper National Park which is located in Canada.
Ask the students to take 3 minutes and write down a possible explanation for the change that has occurred from 1919 to 2005.
Discuss with the class their explanations and if no one has written the reason explain that the glacier in the photo is receding.
Explain that today the students will learn about Glaciers and the role they have in sculpting the Earth's surface.
timing = 5-10 minutes
Middle:
Pass out the class notes to the students.
Explain to the students , as you had mentioned in the previous class, today we would be discussing what they read for homework and filling in the blanks in the class notes.
Call on students to read a part of the notes and give an answer to what the blank in the notes should be.
continue to call on different students until all of the notes have been reviewed and filled in.
Explain to the students that you will now examine a few videos about the effects of glacial erosion in Ireland.
Using a projector (that as preset up), project the small videos from the internet on the screen.
after the students have viewed the first video ask the guiding questions that are attached to the movies.
Make corrections in students answers if need be.
have the students watch the second video, and again ask the questions that correlate to the second movie on the same page.
timing = about 30 minutes
Closing:
Make connections to the effect that glaciers has had locally, such as blue spruce bog which was created after vegetation grew across a lake left behind and carved by a glacier.
Title: Glacial and Wind Erosion
Summary: This lesson will cover information about glaciers, glacial erosion and wind erosion. Students will have some background knowledge about erosion, mechanical and chemical weathering, and deposition that will make connections to these topics. During this lesson the student will fill in a guided class notes sheet in which they write in key words. I will have the student read each question and ask them what the word or words in the blank should be.
Objectives:
Materials:
Instruction:
Opening:
- Ask the students to take 3 minutes and write down a possible explanation for the change that has occurred from 1919 to 2005.
- Discuss with the class their explanations and if no one has written the reason explain that the glacier in the photo is receding.
- Explain that today the students will learn about Glaciers and the role they have in sculpting the Earth's surface.
- timing = 5-10 minutes
Middle:- Pass out the class notes to the students.
- Explain to the students , as you had mentioned in the previous class, today we would be discussing what they read for homework and filling in the blanks in the class notes.
- Call on students to read a part of the notes and give an answer to what the blank in the notes should be.
- continue to call on different students until all of the notes have been reviewed and filled in.
- Explain to the students that you will now examine a few videos about the effects of glacial erosion in Ireland.
- Using a projector (that as preset up), project the small videos from the internet on the screen.
- after the students have viewed the first video ask the guiding questions that are attached to the movies.
- Make corrections in students answers if need be.
- have the students watch the second video, and again ask the questions that correlate to the second movie on the same page.
- timing = about 30 minutes
Closing:Notes: